Action Learning in the Indian Village as an Alternative to the Traditional Field Practicum in the Foundation Year of the MSW

A fundamental rethink of practice learning in social work education

“…Participation in action learning projects has been offered as an alternative to traditional social work placements in a number of countries including Australia (Jackson, Pilcher & Shamley, 1986), Finland (Piippo et al, 2013), India (Panwar et al, 2014) and Jordan (Al-Makhamreh, Alnabulsi, & Asfour, 2015). Such opportunities require students to become self-directed learners (Al-Makhamreh et al, 2015), while at the same time, developing a range of skills including leadership, project management and evaluation (Panwar et al, 2014).…”

“…Furthermore, it has been argued that despite social work education recognising the need for graduates to have the relevant skills to work alongside vulnerable and oppressed people, groups and communities 'equal emphasis needs to be given to teaching students how to survive and negotiate workplace cultures' (Maidment, 2003, p. 51). While working together with other students can be challenging, project learning can provide opportunities for learning to work collaboratively with peers and manage conflicts in the professional space (Panwar et al, 2014). Developing action learning placements requires different inputs from university staff in developing and supporting the placement than in a more traditional placement (Panwar et al, 2014).…”

“…While working together with other students can be challenging, project learning can provide opportunities for learning to work collaboratively with peers and manage conflicts in the professional space (Panwar et al, 2014). Developing action learning placements requires different inputs from university staff in developing and supporting the placement than in a more traditional placement (Panwar et al, 2014). This includes managing the expectations of students who frequently presume that the placement must be a perfect match to their perceived learning needs and that the placement has the potential to lead to paid employment in the organisation the student is placed in or another where similar work is undertaken (Morley & Dunstan, 2013).…”

“…The majority of Deakin social work students are enrolled in degrees in which much of the teaching is delivered online. As with other distance providers of social work education in Australia (Alston, 2007), a key consideration in the development of our programmes was the need for qualified social workers in rural Australia but these programmes also attract large numbers of students living in major urban centres outside the state of Victoria who are seeking access to social work education which can fit around their family, employment or other commitments (Panwar et al, 2014). Consequently, many of our students are located in places where our lack of contacts, or other educational providers having established a monopoly on placement options in a region, can result in it being extremely difficult to find suitable learning opportunities.…”

“…Such opportunities require students to become self-directed learners (Al-Makhamreh et al, 2015), while at the same time, developing a range of skills including leadership, project management and evaluation (Panwar et al, 2014). Furthermore, it has been argued that despite social work education recognising the need for graduates to have the relevant skills to work alongside vulnerable and oppressed people, groups and communities 'equal emphasis needs to be given to teaching students how to survive and negotiate workplace cultures' (Maidment, 2003, p. 51).…”